An Inquiry-Based, Problem-Solving Approach to Introductory Geology Laboratories

该提案要求设备建立一个基于调查的，解决问题的，建构主义的介绍地质实验室的经验，特别强调大学前的教师。 西切斯特大学正在翻新一个实验室，该实验室将专门用于介绍地质学教学，这笔赠款将为学生提供亲自参与构成地球科学的一系列活动所需的设备。实验室课程旨在让学生参与三个多周的持续调查，要求他们收集观察结果和数据，以图形和统计方式分析数据，对特定场景进行合理解释，并向同学展示这一系列信息。这些调查涉及：1）地球材料通过一个“小报”谁dun它的奥秘，学生将研究地球材料的法医地质学的背景下; 2）通过研究真实的房地产的“真实的价值”进行表面处理（学生学习与购买房屋相关的潜在危险），和3）通过开发和测试计算机模型的地球系统科学（使用Stella软件）对地球过去的历史进行分析，以了解计算机GCM生成的全球变化预测的“精度”。教师指导所有实验室，我们设想每个教师使用所需的各种设备定制他的教学方法。这项建议的一个关键部分是由西切斯特大学教育学院的专家参与评估，其专业知识将使我们能够确定我们的个性化教学设计的相对有效性。 学前教育学生还将学习评估程序，作为其教育培训的一个组成部分。 地质学入门课程经常满足学前教师的自然科学一般教育要求，并要求在科学课程的学前教师。 每年大约有100名未来的教师将参加这门课程。预计这些未来的教师参与基于探究的课程将提高学生对科学过程和模型探究教学策略的理解。

This proposal requests equipment to establish an inquiry-based, problem-solving, constructivist introductory geology laboratory experience with a particular emphasis on pre-college teachers. West Chester University is renovating a laboratory room that will be dedicated to introductory geology instruction, and this grant will provide the equipment required for students to personally participate in the range of activities that constitute Earth science. The lab curriculum is designed to engage students in three multi-week, continuing investigations that require them to collect observations and data, graphically and statistically analyze their data, formulate reasonable interpretations to specific scenarios, and present this range of information to classmates. These investigations address: 1) Earth Materials through a "tabloid" who-dun-it mystery where students will study Earth materials within the context of forensic geology; 2) Surficial Processes through the study of the "real value" of real estate (where students learn the potential hazards associated with purchasing a home), and 3) Earth Systems Science through development and testing of computer models (using Stella software) for the past history of the Earth in order to understand the "precision" associated with global change predictions generated by computer GCM's. Faculty instruct all labs and we envision each faculty member customizing his instructional approach using the variety of equipment requested. A critical part of this proposal is the participation by an expert on assessment from the School of Education of West Chester University, whose expertise will allow us to determine the relative effectiveness of our individualized instruction designs. Pre-teaching students will also study the evaluation procedure as an integral part of their educational training. The Introductory Geology course frequently fulfills the natural science general education requirement for pre-teachers and is required of pre-teachers in the science program. A pproximately 100 future teachers a year will participate in this course. t is anticipated that the participation of these future teachers in an inquiry-based course will improve student understanding of science processes and model inquiry pedagogical strategies.